Shades of criticality in health and wellbeing education

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Perspectives and approaches to health and wellbeing education vary
considerably over time and space even as certain contextual and critical
features may be maintained. Through an analysis of a range of studies
published in the Journal of Curriculum Studies, we illustrate what unites
as much as divides various positions taken by their authors through a
focus on which assumptions they proceed from, those they may seek to
problematise, and which they try to rework through their scholarship.
Our analysis centres on two key questions: (a) the critical question of
health education, and (b) the question of critical health education. To
advance our analysis, we draw on insights from critical literature review
techniques and the need to problematise research topics and assumptions
that frame and guide their selection and investigation. Key outcomes
include six thematic categories and the key parameters for
identifying various degrees of light and shade to the criticality within
these studies, including their thresholds. We conclude with a reflection
on the significance of determining the object of critique during curriculum
studies, and the continuing need to inquire into, rather than bypass,
what counts as critical in health and wellbeing education.
Original languageEnglish
JournalJournal of Curriculum Studies
Volume50
Issue6
Pages (from-to)733–753
ISSN0022-0272
DOIs
Publication statusPublished - 2018

    Research areas

  • Wellbeing, Health education, Curriculum, Critical

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